Price+Check

== "The board game that makes all of us smart shoppers!" Katie Oristian Palacios Khoa Lam

 This document includes the game board, player markers, one dollar bills, coupon cards and shopping spree cards.

In lieu of printing/cutting/double-folding 24 different pieces of paper, this is a list of questions for Levels 4, 5 and 6 Price Check cards. Upon drawing, please select a random question of appropriate level and refer to the Answer Key on the last page for correct answer and reward amount.

Instructional Objectives
In the shopping mall or grocery store, consumers face several variables that influence their shopping decisions. Advertisements, labeling, packaging, price and quantity variations- they make it difficult for the shopper to decide which product to buy. This game teaches players the value of taking the time to use their math skills when shopping. Learners watch their savings grow as they use math to answer questions related to shopping. After answering correctly, players are rewarded with savings, and the player with the most savings at the end of the game wins.
 * **General Outcome:** The learner/player understands the value of applying their math skills towards shopping decisions.
 * **Learning Objective:** The learner/player correctly uses mathematical operations to calculate the answers to math questions related to shopping decisions (price per unit, percent discount, total price, etc).

Learners & Context of Use
Price Check is designed for 4th, 5th, and 6th grade math students, but it can be tailored to fit the math level of other players as well. Each set of question cards includes math questions for the same grade level, so the players can use the card sets that are best suited for their level.

Price Check teaches players the importance of their math skills in the real world, so it is effective for learners who show a lack of motivation with math. Price Check also gives the player that decision-making control that is so sought after at their age. Players get practice making the real world decisions that they usually watch their parents make. At this age, the fantastical element cannot be left behind. So players get to experience the fun of riding the conveyor belt, advancing forward step-by-step, as if they were purchased items at checkout.

This educational game is ideal for classroom use. Since the content covers a broad range of math skills, Price Check serves as an effective tool for students to practice new skills and review the fundamentals. The game could be played with an entire class with teams of students answering questions together. However each individual student will receive maximum math practice when Price Check is played with teams of single players.

Price Check can also be played at home with family and friends. Parents who become familiar with Price Check questions, might even find themselves beginning to consult their children for shopping decisions on their next trip to the grocery store. This increased responsibility is a good thing, and may lead to improved decision-making skills and motivation in other contexts as well.

Competing Products
On the Educational Learning Games website, Let's Go Shopping has similar learning objectives related to math skills in the shopping context. In Let's Go Shopping, however, the object of the game is to retrieve all the items on a shopping list. Price Check is better because the emphasis is instead on the savings- that pile of cash in their fist- and not on the items that they've bought. See http://www.educationallearninggames.com/lets-go-shopping.asp for more information on Let's Go Shopping.

In another similar board game, players of Buy It Right buy and sell items and figure out the change with a calculator. Players get practice making purchases and receiving the correct change amounts. Price Check, however, includes a much wider range of math applications within the shopping context and is not limited to just addition and subtraction math problems. See http://www.educationallearninggames.com/math-game-buy-it-right.asp for more information on Buy It Right.

Grocery Grab has a very similar context, but focuses instead on reading and vocabulary skills of the players. The Grocery Grab game board depicts a grocery store, but Price Check adds the fun element of the conveyor belt, and rewards players for their applied math skills. See http://edweb.sdsu.edu/courses/edtec670/Cardboard/board/g/grocerygrab/grab.html for more information on Grocery Grab.

**Object of the Game**
The object of the game is to be the player with the most dollars saved when the game ends. The game ends once one player reaches Finish.

Content Analysis
Link to SmartShopper content analysis.

Game Materials

 * The board
 * 4 player markers
 * 3 sets of cards labeled "Price Check" (Level 4, Level 5, Level 6)
 * 1 set of cards labeled "Shopping Spree"
 * 1 set of cards labeled "Coupons"
 * 50 mock one-dollar bills
 * 1 six-sided die
 * Scratch paper and pencil - not included

> >
 * **The board:** The Price Check game board positions players at the spot where all of their shopping decisions matter the most- at the checkout. The board is a two-dimensional representation of a store, with the checkout counter in the foreground and the aisles and shelves in the background. The checkout conveyor belt runs along the bottom of the board and includes 16 spaces. Each player advances forward one space at the beginning of each turn. The Price Check cards are stacked in three piles, one in each aisle of the store.

> > > >
 * **Player markers:** Players choose their piece at the start of the game. The four player markers are miniature representations of purchased items, giving players the opportunity to "ride" the conveyor belt towards the finish. The player markers for Price Check's conveyor belt include an iPod, Teddy Bear, Candy, and a Book.
 * **Price Check cards:** On each Price Check card there is a math problem related to shopping (see examples below). The cards are folded in half and laying flat in three stacks (Level 4, Level 5, Level 6) on the board. Each stack corresponds to a particular grade level of math skills. After reading the question on the back of the card, the player works out his/her answer to the problem. Once the player has stated their answer (all questions are multiple choice) they can open the folded card where they will find the correct answer along with the worked math problem that gets them the correct answer. Some Price Check cards reward the players with coupons in addition to cash. If coupons are rewarded for the correct answer, the player is instructed to draw coupon cards on the inside of the folded Price Check card. The following examples demonstrate the different skill levels of the three categories of Price Check questions:


 * Level 4 cards correspond to 4th grade level math questions, and earn players 1 one dollar bill when answered correctly:
 * //Which is a better deal? //
 * //8 single slices of pizza for $1 each.//
 * //A whole pizza (8 slices) for $6//


 * Level 5 cards correspond to 5th grade level math questions, and earn players 2 one dollar bills when answered correctly:
 * //If 100 pieces of gum cost $25, how much does 1 piece cost?//
 * //$1//
 * //50 cents//
 * //25 cents//


 * Level 6 cards correspond to 6th grade level math questions, and earn players 3 one dollar bills when answered correctly:
 * //Which is the cheapest?//
 * //20% off of a $200 television//
 * //50% off of a $360 television//
 * //40% off of a $375 television//



For game play with higher-level math students, more advanced Price Check cards can be substituted. For example, the 5th, 6th, and 7th grade-level Price Check cards could be drawn according to dice roll instead of 4th, 5th, and 6th. Similarly, if players are lower-level math students, the grade level cards more appropriate for the lower level players could be used for the Price Check question cards. Dollar bills earned always correspond to the three levels of cards that are being played (1 earned for the easiest level, 2 for medium, and 3 for most difficult).
 * **Shopping Spree cards:** These cards introduce chance into the game. Players draw Shopping Spree cards when they land on a Shopping Spree space. They are a mix of positive and negative outcome cards that either advance a player farther along the board or skip a player's turn completely. Shopping spree cards also share valuable content with the players by providing them with tips for good shopping strategies as well as warnings against bad shopping habits. Here are two examples:
 * "You used a budget to buy your school supplies. Move ahead 2 spaces!"
 * "You went shopping on an empty stomach - never a good idea. Lose a turn. Do not roll or draw a Price Check card."
 * **Coupon cards:** These cards give the players extra savings after correctly answering a Price Check question. Players can redeem the coupon for bills on that same turn or they can wait until the end of the game, perhaps surprising their opponents with enough savings to steal the win. There are two ways that players can win coupons:
 * They may be rewarded coupons randomly inside of their Price Check questions.
 * The first player to the end of the board wins a final coupon.


 * **50 mock one dollar bills:** Each player collects one dollar bills to represent their savings or points throughout the game. The player with the most saved by the end of the game wins.
 * **1 six-sided die:** Used on every turn to determine which level Price Check card the player has to answer.

Time Required
Game play time runs approximately 40 minutes.

The Rules
> [1 and 2] Left Aisle, [3 and 4] Middle Aisle, [5 and 6] Right Aisle. > (1 bill for Left Aisle questions, 2 bills for Middle Aisle questions, and 3 bills for Right Aisle questions). If the answer is incorrect, then no bills are collected.
 * 1) All players start with their marker on Start. Players roll the die to determine who goes first.
 * 2) Player 1 takes his/her turn by moving his/her piece forward one space on the board. Player 1 then rolls the die and draws a Price Check card at the aisle with the number that was rolled.
 * 1) The player reads the math problem on the card and uses scratch paper and pencil to solve the problem.
 * 2) The card is shared with the other players, but it remains folded so that the answer is not revealed to anyone.
 * 3) The player states his/her answer. If the player gets the correct answer, he/she collects the savings for that question.
 * 1) Play passes to the next player.
 * 2) The first player to reach the end of the conveyor belt gets to draw a final coupon card, and game play ends.
 * 3) All players count their savings, and the player with the most money saved wins.

When a player reaches a Shopping Spree space, the player immediately draws a Shopping Spree card and follows the directions on the card before rolling the die.
 * Shopping Spree Spaces**

When instructed on a Price Check card to draw a coupon following a correct answer, the player draws from the coupon stack. The player can redeem the coupon for cash on that turn, or they can hold onto it and redeem it at the end of the game.
 * Coupons**

Every player has two opportunities to challenge an opponent by calling a "Deal Breaker". A Deal Breaker occurs after a player has stated his/her answer to a Price Check question. If an opponent disagrees with the player's answer, then one challenging player can say the words "Deal Breaker!" The first challenger to say "Deal Breaker" gives //their// answer. If the challenger is correct, he/she collects the savings for that turn, and play passes to the next player. If two or more opposing players yell "Deal Breaker" at the same time, they will each roll the die to determine who gets to challenge the player's Price Check answer.
 * Deal Breakers**

Motivational Elements
Price Check incorporates several of the motivational elements that guide good game development. Many design considerations for Price Check were made based on the four factors of Keller’s ARCS Model- attention, relevance, confidence, and satisfaction.
 * Players’ **attention** is immediately drawn towards the “newness” and uncertainty of jumping on the conveyor belt.
 * The math questions relate to products that are **relevant** to the intended audience and should motivate players to “stick with it” and see the value in game play.
 * Players who answer correctly are rewarded with savings and gain **confidence**; those who answer incorrectly have access to the worked problem so that they can regain their sense of perceived control and **confidence** in their ability.
 * As players answer correctly, they find themselves with a stack of dollar bills in their fist- immediate **satisfaction** to continue playing and saving.

Given the math content of Price Check, designers wanted to add elements that would increase the fun factor for players, so that Price Check didn't feel like a math assignment, but really felt like a //game//. To increase the intrinsic motivation of Price Check, designers incorporated all four of Lepper and Malone's (2001) individual motivations, but focused primarily on the elements of fantasy and curiosity.
 * **Fantasy:** With an intended audience of 4th, 5th, and 6th grade students, incorporating an element of fantasy was essential to designers. There are two ways in which players get to fantasize when playing Price Check. First, Price Check allows players to go shopping on their own. Players get to hold a fist of cash and take part in important shopping questions and decisions. Players also get to assume the role of a purchased item that moves along the conveyor belt. This blend of responsibility and playfulness is meant to enhance the fantastical element experienced by Price Check players.
 * **Curiosity:** Designers thought that players feel more motivated to continue playing when they feel like there's a chance that they could win. So designers wanted Price Check to //not// have a clear winner until the end of the game. Especially with multiple choice math questions as the content, the game would be too boring if players knew who was winning through the course of the game. So, by allowing coupon cards to remain hidden until the end of the game, players can surprise their opponents with enough savings to win in the end.

Since Price Check can be played with up to 4 players, it was also essential to incorporate Lepper and Malone's (2001) interpersonal motivations into game play. Price Check incorporated elements of both competition and recognition to increase player motivation.
 * **Competition**: Players can use the "Deal Breaker" challenge against each other. This not only increases the level of involvement of all the players in every turn, but also increases the competition across players as well.
 * **Recognition:** Getting paper bills as a reward for answering questions correctly is strong motivation to keep answering math questions correctly. Players get to touch, feel, and count their savings, constantly reinforcing their importance.

Design Process
Considering the challenges and frustrations experienced recently in the global economy, the concept of saving money is relevant to a wide audience. There is a lot of content out on the Internet suitable for an adult audience to learn about the economic problems and begin to practice money-saving and smart-shopping techniques. Ideally, though, these techniques and values get practiced and learned starting at a young age. The instructional content in this area for kids is very scarce. A board game about saving money for kids would get them understanding the importance of saving early- before they begin to form the bad spending habits. There were a couple board games out there, but none of them really focused on the importance of math and the value of savings.

The design for Price Check was originally a race game through the aisles of a grocery store. The player to make it to the checkout lane first would win the game. However, the designers quickly realized that this would be too predictable and boring for the intended audience. In this case it would be almost //too much// like the real-life experience of shopping that it would not be fun for the players. Price Check designers quickly decided to find an element of movement that differed from the predictable rolling of a cart through aisles.

The conveyor belt is a fun element of the shopping experience. It makes noise; stuff moves forward on it; kids want to touch it. Price Check designers decided that the conveyor belt would serve as the perfect content item for the game board path. The game pieces, then, could no longer be grocery carts. Instead players would become the //purchased items// moving along the checkout towards the cash register. This fantastical element grants kids their wish of riding on a moving conveyor belt- all the while practicing math! As Price Check designers reflected on the intended outcome of the game, the game was no longer about being the first to reach the end of the board. The objective of being a smart shopper is to save the most money- not to be the fastest. And so, the object of Price Check changed too- players would accumulate savings during the game, and the player with the most savings at the end would win.

So, if players are no longer racing to be the first to the finish, then how does the game end? Price Check designers considered several possibilities and brainstormed ways to end the game:
 * 1) **The game ends when players run out of time:** This would mean that the path length would need to be long enough to continue play until the time limit. But more importantly, this scenario didn't fit with the content since shopping is a leisure/recreational activity with no time constraints.
 * 2) **The game ends when the savings runs out**: This sounded strange and didn't fit with the content either. How could savings run out? That doesn't really make sense.
 * 3) **The game ends when both players make it to the end of the board**: This option would allow both players to complete the math questions, but what would the first player do as they waited for the second player to finish? This possibility was rejected.
 * 4) **The game ends when a player has accumulated X amount of savings:** The designers considered this a real possibility. However, game play would be dependent on the skills of the players, since they would have to be getting the questions correct in order for the game to end. Furthermore, the element of mystery was lost with this option. Each player would know how much savings all the players had, and they would know how far off the end of the game was. And finally, the path length would need to be long enough to give players time to accumulate the winning amount. Designers weren't convinced.
 * 5) **The game ends when one player makes it to the end of the board:** In this scenario, players wouldn't know who was winning until the end of the game. Designers felt that this scenario fit the best within the context of shopping. This also means that the first to the finish, may not be the winner. And that they might be ending a game that they don't want to end yet (if they know they are losing). Designers decided that those were okay, and that they fit with the context of shopping. This scenario also gave them more control over the duration of the game.

Designers moved onto the issue of length of board and duration of play. With multi-level math learners, it was difficult to estimate the time necessary to complete the math problems. Some problems would actually require more than one operation to determine the correct answer. Designers estimated that it would take each player about 1 full minute to answer the multiple choice math question. Thus, the board was created with 10 spaces, so that with 4 players, the game would last approximately 40 minutes. (10 spaces x 4 players x 1 minute).

With the big design decisions completed, designers addressed the concept of chance. Chance was fairly easy to apply within the shopping context, but adding it to the game was a bit more challenging. Designers wanted cards to add to the players' savings while keeping the extra savings secret from other players. Thus coupon cards were added. Players accumulate coupons as they answer questions correctly and can redeem them at the end of the game. Designers also wanted a way to move players forward faster on the conveyor belt. This wouldn't necessarily be a good thing for players, but it would add chance and mystery to the game. Shopping Spree cards also incorporate shopping tips and techniques into the Price Check learning content.

The play testing of Price Check began by observing game play between two adult players. Game designers took notes and watched as the players read the rules and played the game. Pilot testing continued with a new audience – two young adults playing against each other. And, finally classmates from EDTEC 670 play tested Price Check and reported their results to game designers. Several issues were identified with Price Check during the play testing phase. For each issue, designers decided whether or not a change was necessary:
 * 1) **During a player’s turn, while he/she was figuring out the math problem, the other players had nothing to do and lost focus in the game.** Result: Designers decided to implement the Deal Breaker to Price Check. This would engage other players in figuring out each math problem that was presented, and would give them the opportunity to win their opponent’s points. All players had to pay attention at each turn to decide whether they wanted to challenge with a Deal Breaker or not.
 * 2) **Players often forgot to move their piece forward at the end of their turn, especially after collecting a coupon card or following directions of a shopping spree card.** Result: Price Check rules were updated so that players moved their piece at the start of each turn. Several Shopping Spree cards, in turn, had to be updated from “Do not move forward on the conveyor belt” to “Lose your turn.”
 * 3) **The game board length seemed short. The first shopping spree space came along very quickly and seemed to “interrupt” the start of the game.** Result: Game Board length was increased from 12 to 16 spaces and the amount of shopping spree spaces remains the same.
 * 4) **The first player to Finish did not have the most savings and thus did not win**. Result: No change to Price Check. This scenario is one potential outcome at the end of the game. Designers felt that keeping this potential outcome increased the curiosity element of the game since players never knew who was actually winning. Additionally, the learning objective of being a smart shopper is unrelated to speed of shopping. Players focus on answering the math questions correctly, and not moving down the conveyor belt.
 * 5) **Younger players wanted to be saving dollars and not just coins.** Result: Dollars were used instead of coins. This feedback came from a younger play tester. Dollars would motivate players more and be more relevant and meaningful than winning mere pennies for their math decisions.
 * 6) **Math level and approximate time of Price Check questions //did// seem appropriate for the Price Check’s target audience.** During the play test phase, Price Check designers made the most of an unexpected encounter with a female 5th grader. Unfortunately, the full play test could not be conducted, but designers conducted a focused formative evaluation by asking her to answer a couple of the Price Check math questions. She was able to answer correctly in less than a minute. Designers did not find any indications that a change to the content or timing of Price Check would be necessary.

Initial play test results have been used to modify design, but before hitting board game shelves, more pilot testing is required with Price Check's target audience of 4th, 5th and 6th graders. Once the design is finalized, Price Check can move into develop and production, and kids will have a fun game to teach them the value of saving money!